A Cross-Cultural Investigation on Perseverance, Self-Regulated Learning, motivation, and Achievement

Abstract

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’ perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education

“…Self-regulated learning is essential to ensure lifelong and productive learning in different contexts (Lim et al, 2023;Mustapha et al, 2023), and it is fundamental for students to persevere and succeed in their studies (Xu et al, 2023). Moreover, evidence abounds showing its positive association with academic outcomes such as grades (Dignath and Büttner, 2008;Pardo et al, 2017;Theobald, 2021;Lim et al, 2023), also, its association with non-academic outcomes (student satisfaction, student engagement and attitude toward learning), which are essential for learning progression in a university (Anthonysamy et al, 2020a), and, in general, for the benefits it brings toward efficient human capital for the future workplace.…”

“…institutions seem insufficient to reverse unsatisfactory experiences that, in many cases, lead to academic failure or dropout (López-Angulo et al, 2023), it is essential to focus on the level of development of self-regulation of learning in the pre-university stage (Sáez-Delgado et al, 2021, 2022. Currently, the results are limited in terms of the cross-sectional nature of the data, and therefore, authors have recently suggested the need to carry out research with a longitudinal design to confirm the self-regulation trajectories of students in secondary education (Lluch and Cano, 2023;Xu et al, 2023). It has even been suggested to analyze self-regulation trajectories considering the different grades of secondary education (Karademir and Deveci, 2019).…”

Measuring Perseverance and Passion in Distance Education Students: Psychometric Properties of the Grit Questionnaire and Associations With Academic Performance

“…Other predictive factors of achievement that have been looked at in comparison with grit include effort regulation, self-efficacy ( Muenks et al, 2017 ; Usher et al, 2018 ), self-regulated learning ( Wolters and Hussain, 2015 ; Xu et al, 2020 ), and self-esteem ( Weisskirch, 2018 ), all of which are also constructs theorized to influence academic performance ( Schunk and Greene, 2018 ). However, these constructs are often measured in a domain specific way ( Bong, 2001 ).…”

Analysis of the Relationship of Religious Character, Perseverance and Learning Motivation of Junior High School Students

“…The difference in the current research conducted by researchers is related to the persistence and motivation of students to study in Islamic religious education subjects in junior high schools. Then the research that is relevant to the current research is carried out by Xu et al (2021). Where previous research also examined the persistence and motivation to learn.…”